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Process-Based Writing Approach Explained

The process-based approach to writing, emerging in the late 1970s, emphasizes the stages of prewriting, drafting, revising, editing, and publishing, focusing on the recursive nature of writing. It encourages students to develop ideas and reflect on their work through peer feedback and revision rather than striving for a perfect draft. While this approach fosters fluency and collaboration, it may overlook grammatical accuracy and can be time-consuming in English as a Foreign Language contexts.

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35 views1 page

Process-Based Writing Approach Explained

The process-based approach to writing, emerging in the late 1970s, emphasizes the stages of prewriting, drafting, revising, editing, and publishing, focusing on the recursive nature of writing. It encourages students to develop ideas and reflect on their work through peer feedback and revision rather than striving for a perfect draft. While this approach fosters fluency and collaboration, it may overlook grammatical accuracy and can be time-consuming in English as a Foreign Language contexts.

Uploaded by

TRAN THI NGOC THAO
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

2.

Process-Based Approach
Emerging in the late 1970s, the process-based approach shifted focus from product to process. Influenced by
cognitive psychology, it views writing as a recursive process of planning, drafting, revising, and editing (Flower
& Hayes, 1981; Seow, 2002).

Typical Stages (Nunan, 1991; Seow, 2002):

• Prewriting – Brainstorming, mind mapping, and planning ideas.


• Drafting – Writing initial version with focus on content.
• Revising – Improving organization, adding or removing ideas.
• Editing – Correcting grammar and mechanics.
• Publishing – Sharing or presenting final drafts.
Example:

In the process-based approach, writing is taught as a series of stages. For instance, students are asked to write a
short narrative on “A Day I Will Never Forget.” They begin by brainstorming ideas, creating outlines, and then
drafting freely. Afterward, they exchange their drafts for peer feedback, revise their writing by adding details and
improving organization, and finally edit for grammar and spelling before submitting the final version. This
approach encourages students to focus on developing ideas, reflecting on their writing, and learning from revision
rather than just producing a single perfect draft.

Stage Teacher’s Action Learner’s Activity


1. Prewriting Leads brainstorming with questions: What Students create a mind map or
happened? Who was there? How did you feel? timeline.
2. Drafting Encourages students to write a first draft in 15 Write freely without worrying about
minutes. mistakes.
3. Peer Feedback Guides students to exchange drafts and comment on Use checklist: Does it have a clear
ideas and clarity. beginning, middle, and end?
4. Revising Shows how to add detail and emotion. Rewrite the paragraph improving
description and organization.
5. Editing & Reviews grammar and punctuation. Submit or post final version.
Publishing

First Draft (Student Example)

Last Sunday I went to the beach with my friends. We played volleyball and swam. Suddenly, it started raining
hard. We laughed and ran to find a shelter. It was fun and we took many photos.

Final Draft (After Feedback)

Last Sunday was one of the best days of my life. My friends and I went to the beach to celebrate the end of
exams. We played volleyball until dark clouds appeared. When heavy rain poured down, we ran to a small café,
laughing loudly. The rain stopped quickly, leaving a rainbow over the sea. That day reminded me how simple
moments can create lasting memories.

Advantages: Develops fluency, reflection, and learner autonomy. Encourages collaboration and peer feedback.

Limitations: May neglect grammatical accuracy or be time-consuming in EFL contexts.

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